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Produced by Research Connections
Peer Reviewed Journal
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topic:early-literacy;
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Author:Al Otaiba, Stephanie [remove];
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Print reading in general education kindergarten classrooms: What does it look like for students at-risk for reading difficulties? An examination of the amount of time spent actively engaged in reading sounds, words, and connected text for students at risk for reading difficulties in kindergarten, based on data from 109 kindergarten students collected during general education reading instruction across the school year |
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Developing social skills training and literacy intruction pedagogy through service learning: An integrated model of teacher preparation An examination of the experiences of preservice teachers (PSTs) and students in a service learning tutoring program, based on data from 27 PSTs and their students who participated in either the Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) programs for kindergarten and first-grade students at risk for literacy development delays |
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Relations among student attention behaviors, teacher practices, and beginning word reading skill A study of the relationship between teacher ratings of student attention behaviors and kindergarten word reading above and beyond the contribution of vocabulary and phonological awareness, and additional analyses of the moderating role of teacher use of task orienting, behavior management techniques, and individualized instruction, based on data from 432 students from 10 different schools within the same school district in northern Florida |
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Weaving moral elements and research-based reading practices in inclusive classrooms using shared book reading techniques An overview of research on the literacy gap between children with special needs and at risk children as compared with more advantaged children and techniques for using shared story book reading as an intervention method are discussed |
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Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms A one-year longitudinal study of the effects of a phonological awareness reading intervention on the reading skills of kindergarten children with special needs as compared with the effects of a reading intervention that combined phonological awareness training with beginning decoding instruction |
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